For the past 12 or so years, policymakers, educators, and community members have been working to improve student achievement by reforming the public education system. However, progress has been slower than desired, and questions persist about which reforms return the most benefit for the money, time, and effort invested. This report summarizes findings of a review, conducted by the Education Commission of the States (ECS), of available research on education reforms. The report found evidence to support the effectiveness of certain initiatives; however, the findings about the outcomes of other initiatives were inconclusive or inconsistent, particularly for the new efforts. The reforms are divided into three categories. Category "A" initiatives have a long, reliable track record of providing return on one's investment; category "B" efforts have a shorter history with an uneven return; and category "C" initiatives are promising and/or popular newcomers whose success is unknown. Category A initiatives focus on providing a challenging coursework and curriculum, such as higher level mathematics, reading in the early grades, early childhood education, smaller schools, and tutoring. Category B initiatives include smaller classes, teacher professional development, teacher certification and licensing, interagency collaboration, children- and family-focused programs, full-day versus half-day kindergarten, school restructuring, and content and performance standards. Initiatives under Category C include performance-based pay for teachers, public school choice, school-based management, school-to-work programs, and the use of technology to improve teaching and learning. The report also offers recommendations to policymakers for choosing and evaluating reforms that improve student performance. (Contains 35 endnotes and 113 references.) (LMI)